Elementary Student Modules

Core

The elementary core survey contains many of the same or similar items as the middle school version so that cross-survey comparisons can be made. For these items, the wording is simpler and developmentally appropriate. Intended for use in grade 5, but also appropriate for grades 3, 4, and 6. Assesses student attitudes, behaviors, and experiences related to:

school,

academic and social-emotional learning,

positive development,

overall health and well-being, and

provides indicators to support meeting Local Control and Accountability Plan requirements.

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Mini-Core

Developed to better support districts in meeting annual LCAP data-collection needs, the Mini-Core Module contains the questions from the Core Module that are most relevant for measuring the LCAP state priorities. The module may only be administered in the year immediately AFTER the complete Core Module is administered.

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Alcohol and Other Drugs (AOD)

Derived from the Youth Risk Behavior Survey (YRBS), the module provides additional data the state recommends for prevention and intervention programs. It is administered along with the Core Module in schools participating in the Biennial Statewide CHKS, funded by the Department of Health Care Services.

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Drug-Free Communities

Designed for the use of Drug Free Communities (DFC) and Sober Truth on Preventing Underage Drinking Act (STOP Act) grantees. Administration along with the CHKS Core and AOD Modules has been approved for meeting all the requirements for grantee data reporting to Center for Substance Abuse Prevention/Office of National Drug Control Policy.

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Gender Identity & Sexual Orientation-Based Harassment

Assesses students’ perceptions of harassment experiences on school campus related to gender identity and sexual orientation, specifically those of students who identify as, or are perceived to be, lesbian, gay, bisexual, transgender, questioning, or gender nonconforming.

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Military-Connected School

The student module, as well as comparable parent and survey modules, were developed in collaboration with the University of Southern California as part of the Building Capacity in Military-Connected Schools Project, to meet the needs of:

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Sexual Behavior

Derived from the Youth Risk Behavior Survey (YRBS), assesses:

sexual experience,

attitudes about sexual behavior,

pregnancy history, and

HIV-related risk behaviors,

including number of partners (a main HIV risk factor), perception of peer behavioral norms, use of contraception, alcohol and other drug use before sexual intercourse, family discussion, and exposure to HIV/AIDS education.

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Military-Connected School

Provides information from staff about their school and the educational, developmental, and health-related needs of their students who are connected to the military. Along with the companion student and parent modules, it is designed to help establish sustainable military-friendly school climates that improve social, behavioral, and academic outcomes among this population.

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Special Education Supports (SESM)

Developed with the assistance of an Advisory Group consisting of CDE special education staff and representatives of the California Strategic Action Plan Leadership Team. It addresses the perceptions and concerns of staff who work with students with IEPs, effectively meeting the needs of:

special education students and staff;

the integration of general and special education and effective service delivery; and

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Military-Connected School

Provides information from parents/guardians who are and are not connected to the military about their reasons for selecting the school, how services provided by the school meet the educational, developmental, and health-related needs of their students, and how the school meets needs specific to military-connected families. Along with the companion student and staff modules, it is designed to help establish sustainable military-friendly school climates that improve social, behavioral, and academic outcomes among this population.